BSBCRT511

Develop critical thinking in others

Part 1. Assess the Individual and Team Critical and Creative Thinking Skills
Task 1.1 Research on Critical and Creative Thinking Models
Critical and Creative Thinking Research Form
Learner Name:
Workplace/Organisation:
Date

Critical Thinking
A. Model
Name of Model: I. Critical Thinking
A. Model
Name of Model:
Beyer’s evaluative thinking mode
I. Critical Thinking
A. Model
Name of Model:
Beyer’s evaluative thinking mode
Beyer’s evaluative thinking model
Definition of Critical Critical thinking is not making decisions or solving problems.
Thinking According to the It is not the same as reflective thinking, creative thinking, or
Model conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
 conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Critical thinking is not making decisions or solving problems.
It is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves
a specific purpose. We make decisions in order to choose
among alternatives. We solve problems when we encounter
an obstacle to a preferred condition
Application of Model to Beyer asserts that critical thinking involves 10
Workplace Setting: cognitive operations, which can be employed in any
sequence or combination as needed for the thinking task at
hand:
1. Distinguishing between verifiable facts and value claims
2. Distinguishing relevant from irrelevant information,
claims, or reasons
3. Determining the factual accuracy of a statement
4. Determining the credibility of a source
5. Identifying ambiguous claims or arguments
6. Identifying unstated assumptions
7. Detecting bias
8. Recognizing logical fallacies
9. Recognizing logical inconsistencies in a line of reasoning
10. Determining the strength of an argument or claim
B. Concepts:
Concepts refer to ideas or theories that fall under critical or creative thinking. Examples of
critical thinking concepts can be viewed from the link below:
Concept Definition of Characteristic Application to
Concept Workplace Setting
Good Communicating Clear—main ideas Good communication
communication effectively means easily identified and can boost teamwork
that your ideas and understood. and lead to better
concepts are being project collaboration. It
heard and people are Concise—gets to applies to practically
acting upon them. It the point without every industry.
also means you using unneeded Workplace
are able to listen, words or images. communication is
understand, and take important for
action on what other Concrete—includes streamlining internal
people say. specific examples or communication.
explanations. Maintaining effective
communication
Correct—in ensures that
information, word management and the
choice, and grammar. team below them are
on the same page.
Coherent—
information presented
in a logical sequence.
Creative Creative thinking is a  Receptivity Creativity inspires
Thinking skill which lets  Curiosity employees to work
you consider things  Wide Range of with each other.
from a fresh Interests The creative process
perspective and Attentiveness encourages
different angles.  Connection collaboration.
Seeking Businesses need to
Conviction encourage the mindset
 Complexity of continuous learning
 Citation encouraging
employees to seek new
information,
knowledge and new
ways to do things.
Open- Open-mindedness is Open-mindedness Open minded
Mindedness receptiveness to new involves being leadership drives
ideas. Open- receptive to a wide professional growth.
mindedness relates to variety of ideas, As a leader, not only
the way in which arguments, and will you have new
people approach the information. ideas and suggestions
views and knowledge raised, but the input of
of others." others may encourage
your mind to stretch
and develop, resulting
in better ideas and
 opportunities

C. Approaches:
Approaches refers to methods used to conduct critical or creative thinking. Approaches
identified must be applicable to a workplace setting.
Approach Definition Application to Workplace Setting
Analysis Analysis in critical thinking is People with analytical skills can
the ability to carefully examine examine information, understand what
something, be it a problem, a set it means, and properly explain to others
of data or a text. Analysis is an the implications of that information
essential step in critical
thinking and being analytical isa
crucial part of developing
critical thinking skills.
Synthesis Synthesis, in a sense, is the Synthesizing requires critical reading
opposite of analysis. While and thinking in order to compare
analysis studies the parts of a different material, highlighting
whole, synthesis studies the similarities, differences, and
combination of the parts to form connections. When writers
a whole synthesize successfully, they present
new ideas based on interpretations of
other evidence or arguments

Creative Thinking
A. Model
Name of Model:
Definition of Creative
Thinking According to the
Model
Application of Model to
Workplace Setting:
I. Critical Thinking
A. Model
Name of Model:
Beyer’s evaluative thinking mode
I. Critical Thinking
A. Model
Name of Model:
Beyer’s evaluative thinking mode
Calvin Taylor's Model of Critical and Creative Thinking
The Calvin Taylor creative thinking model describes the
talent areas as productive thinking, communication, planning,
decision making, and forecasting. This model is best known
as Talents Unlimited, a program of the National Diffusion
Network of the U.S. Department of Education.
 Encouraging them to explore, be curious, come up with
questions and investigate how things work.
 Asking them to think of different ways to solve problems.
 Providing choices of activities that involve planning and
decision making

B. Concepts:
Concepts refer to ideas or theories that fall under critical or creative thinking. Examples of
critical thinking concepts can be viewed from the link below:
http://www.netuni.nl/courses/p4c/uploads/File/Critical-thinking-concepts.pdf
Concept Definition of Characteristic Application to
Concept Workplace Setting
Significance Having substantial  Having Curiosity Critical thinking takes
Meaning: Critical  Being into account the most
thinking takes into Compassionate important idea or
account the most  Having High concepts which are of
important idea or Awareness consequence to the
concepts which are of  Being Decisive subject at hand
consequence to the  Having Total
subject at hand Honesty
 Having Willingness
 Being Creative
 Thinking
Analytically
Fairness Unbiased Treatment: Fair-minded critical Critical thinking
Critical thinking thinking implies an implies the treatment
implies the treatment ability to 'reconstruct of all viewpoints
of all viewpoints sympathetically and without reference to
without reference to imaginatively the personal feelings or
personal feelings or strongest versions of interests
interests. points of view and
frameworks of
thought opposed to
one's own mind'

C. Approaches:
Approaches refers to methods used to conduct critical or creative thinking. Approaches
identified must be applicable to a workplace setting.
Approach Definition Application to Workplace Setting
Affinity The affinity diagram is a business The affinity diagram helps you group
Diagrams tool used to organize ideas and your data based on themes. This
data. It is one of the Seven makes it easier to detect patterns
Management and Planning Tools. and connections among the
information you have gathered,
thus allowing you to come up with
new ideas or solutions.
Brainstorming Brainstorming is a method of In group brainstorming, you have the
generating ideas and sharing ability to collect many creative ideas
knowledge to solve a particular from people with diverse skills and
commercial or technical experience.
problem, in which participants
are encouraged to think without
interruption. Brainstorming is a
group activity where each
participant shares their ideas as
soon as they come to mind
Mind Map A mind map is a diagram used to It helps you capture your free flow of
 visually organize information.
A mind map is hierarchical
and shows relationships among
pieces of the whole.
Task 1.2 Develop Questions About Team Knowledge
thoughts and organize them on a
canvas in a way that will later allow
you to discover new connections that
will let you arrive at a possible
solution.
Questions Log:
Completed By:
Workplace / Organization: Fitness Trainers Task Guidelines
Date:
Team:

Fitness Trainers Task Guidelines:

A Fitness Trainer, or Fitness Instructor, provides fitness guidance to help clients improve their
physical condition.
Duties include:
 Determining clients’ exercise needs
 Assigning fitness activities and revising when needed
 Instructing and motivating clients
Responsibilities
 Identify the clients’ fitness level and health
 Oversee completion of exercise routines  
 Track clients’ physical progress
 Modify exercise plans based on needs, potential injuries or health issues
 Conduct individual and group fitness training sessions
 Adopt a holistic training approach (e.g. cardiovascular exercise, strength)
 Oversee the use of fitness equipment to ensure clients exercise properly and safely
 Handle nutrition and health-related questions
 Refer to and promote fitness packages and plans
  Carry out First Aid and CPR if needed
 Follow safety and hygiene guidelines

a. Team A’s Task: Developing a personal fitness plan section:

Test your current fitness level.
 Basic fitness is a mix of four things:
 cardiovascular endurance
 muscle strength
 muscle endurance
 flexibility
How do you measure up? Test yourself to see where you’re fit and where you stand to
improve. You’ll need a watch, a measuring tape, a yardstick, tape, and a scale.

Figure out your goals. 

What to make of these test results?

Well, they should give a rough guide to health based on averages for your age and sex, and
also what your fitness plan should focus on. Plug in your results on the President’s Challenge
Adult Fitness Test website to see where you stand. The website will show you your results
and your score in terms of your percentile score, which represents the average achievement of
people in your age group performing the test.

 The mile walk measures your cardio fitness. Healthy adults should reach at least the
25 percentiles. If you score below this, you may want a fitness plan with an emphasis
on aerobic exercise.
 Scoring in the bottom quarter for push-ups means that you probably do not have
developed upper body muscle strength — consider adding resistance training to your
plan.
 The reach-and-stretch exercise measures how much flexibility your joints and muscles
have. A poor result means that you should consider doing stretching exercises like
yoga or Pilates as part of your program. Ladies usually have a bit more flexibility than
men. A woman aged 32 who stretches 12 inches scores in the 5th percentile, where a
similar score for a man is in the 25th percentile.
 Finally, a BMI of 25 or more may mean that you are overweight and at higher risk for
things like heart disease, high blood pressure, or diabetes. General weight loss might
be a goal for your program.
b. Team B’s Task: Giving advice on proper nutrition section:
Making the commitment to exercise regularly is a terrific start to getting fit. However,
without sound nutritional guidance, achieving your goals may be impossible. Tough workouts
demand the right kind of fuel — and that fuel comes from the foods and beverages you
consume.
Proper Fitness Nutrition

1. Keep a food diary

2. Calculate calories
3. Weigh and measure your food
4. Eat the right food
5. Don't eat the wrong foods
6. Limit your drinking
7. Drink water
8. Avoid sugar
9. Meal Frequency and Timing
- Seeing how you feel after you make dietary changes. After all, these are changes for a
lifetime — not just to train for an event. You won’t stick with them if they don’t feel
good.

Questions for the team

Questions Benchmark answers Answered Comments/

Correctly Remarks
 Fat loss is a complex If your goal is
My goal is fat process that relies on body
loss — why are several variables, including recomposition
you having me your metabolic rate, (losing body fat
lift weights? hormone health, sleep, and while toning up
of course, exercise. And and getting
although exercise does burn stronger) regular
calories, it’s not the primary weight lifting is
driver of fat loss. Your the most efficient
dietary habits (calories in and effective way
vs. calories out and to achieve that. 
having appropriate
macronutrient ratios for
your goals) play a much
greater role in determining
your rate of fat loss.

No matter how long you’ve When a particular

How much been lifting, you’ll always weight starts to
weight should I gauge the amount of weight feel easier, that
be using? you should use based on means you’re
your rate of perceived getting stronger
exertion (RPE). and should
increase the weight
What’s that? It’s a scale that
to maintain your
measures the intensity and
target RPE. 
difficulty of a particular
physical activity.

The Department of Health If you’re unsure

How many days a and Human Services how much exercise
week should I recommends that adults get is appropriate for
exercise? at least 75 minutes of your goals and
vigorous physical activity a experience level, a
week or 150 minutes of personal trainer
moderate physical activity a can help
week for overall health.
They also recommend
strength training for all
major muscle groups at least
twice a week.

No! The human body is a When you’re

Will I lose all my remarkable machine and if working with a
progress if I get you can’t make it to the personal trainer,
sick or go on gym on your normal you can get a
vacation and can’t schedule for any reason, you personalized
hit the gym? won’t risk losing all your workout routine
progress. You might lose a
for when you’re on
 little strength depending on the go, as well as
how long you take a break, nutrition guidance
but it’ll come back quickly. that can help you
Muscle memory is really stay on track!
neat!

You might be super Do you want to be

What’s the best motivated in the beginning healthier so you
way to stick with when you’re just starting can feel more
an exercise out and seeing rapid confident in your
routine? progress, but at some skin? Do you want
point, everyone’s motivation to get stronger so
wanes. That’s when your
you can play with
why will keep you going.
Dig deep and find the real your kids more?
reason why you want to get That’s what you
stronger/build muscle/lose need to identify to
fat/improve mobility or stick with an
whatever else your goal exercise routine
may be. long term.

Task 1.3 Meeting with Teams to Identify Knowledge Gaps

Observation Form

Learner Name

Name of Workplace/ Organisation: Alibaba Fitness Centre

Task Title Refer to task title Identify knowledge gaps

Date of Observation:

Team:

Did the learner demonstrate the following Yes No Comments

during the meeting with team members?
 Clearly ask the questions developed to
Y
identify the team’s knowledge gaps
Did the learner:
a. Rephrase the questions when team seems
Y
unable to understand
5. Define certain words in the question to help
Y
others understand the question
6. Explain the reasoning behind the correct
answer to point out why an answer may be Y
incorrect

c. Encourage others to participate in the discussion by:

1. Listening

Did the learner:

 Repeat a question or statement heard to N
encourage others to elaborate their thoughts
further
 Paraphrase the main points of the speaker’s Y
message to show that you understand what
they are trying to say

2. Questioning

Did the learner:

Y
 Ask the open-ended questions
 Ask the other to elaborate on their response
Y
(e.g., ‘what do you mean by that?’)

OVERALL FEEDBACK TO LEARNER

Risk means the effect of uncertainty on objectives. In layman’s terms, it means the
probability of an adverse or negative outcome to any undertaking, resulting in harm of
some sort (e.g., a physical injury or financial loss). In the health and fitness industry, there
are generally two types of risk to people who participate in exercise or fitness activities:
Health risks and injury risks. Both types of risks can result in medical emergencies
occurring in health/fitness facilities.
Fitness Services Provider—The owner and/or operator of a fitness facility, a manager, an
independent contractor (fitness instructor, personal trainer), or an employee are all
providers of fitness services. You can be a provider of fitness services whether or not you
are paid for your services

Task 1.4 Create a Learning Plan

Learning Plan

Completed By:

Workplace/Organisation: Alibaba Fitness Centre

Date:

Team: Team A

Team

Knowle Type of Learning Planned Expected Date Actual Assessor’s

dge Learning Opportunity Implement Learning Implem Outcome Signature
Gap Opportunity ation Date Outcome ented

What Formal It occurs in 30/06/22 Best 01/05/2 Yes

are the learning an results in 022
ways to organised body
promot environmen building
e? t with a
rigid
curriculum

What Standardise The formal 30/06/22 Builds 01/05/2 Yes

happen d learning training stamina 022
s in a makes sure and
fitness that your strength
centre? team is on
the same
page. You
can be
assured that
what your
team is
learning
knowledge
that they
need.

Individual

Knowle Type of Learning Planned Expected Date Actual Assessor’s

dge Learning Opportunity Implement Learning Implem Outcome Signature
Gap Opportunity ation Date Outcome ented

Low Quantifiable You can 25/06/22 Gains 01/05/2 Yes

stress training keep track stamina 022
and of the and
learner training as it revives
driven happens the
strength

Intuitiv Standardise • Done 30/06/22 Attains 10/05/2 Yes

e and d learning primarily self- 022
flows using learning
with training skills
daily software’s
work such as a
learning
managemen
t system •
Allows
employees
to learn
when it is
convenient
for them

Task 1.5 Facilitate Formal Learning Opportunities

Session Plan:

Name: Date:

Session title: Formal Learning Session Length 1 Hour

Participants: Training Staff

Knowledge Gaps: Identifying the standards of training department

Learning Identifying Goals and Responsibilities

Objective:

Introduction Time

Grab Attention  Better employee performance - 2 months

 Standardised training - Bench period
Identify an activity
 Quantifiable training - Quarterly
that will help
participants get to
know everyone in
the learning
opportunity

Learning Outcome To enhance their skill and talent on the work 15 mins
they are communed to
 Check Prior - Keep a mock test before you take the 15 mins
Knowledge session and consider it as pre-test
Identify at least one
activity to determine
how much
participants already
know about the topic
of the session

Body Time

Content Outline Every formal training has a specific 15 mins

objective as to what skill and knowledge is
Outline here the
targeted to be taught and learned.
planned content of
the session

Assessment - The conventional way 1 Hour

- Done primarily using training
Outline all activities
software’s such as a learning
to be conducted to
management system
check what the
- Allows employees to learn when it is
participants have
convenient for them
learned during the
session

Conclusion Time

Summarise Formal learning has a structured course 1 Hour

outline. This is best for people who are
Outline at least
required to acquire a certain set of skills.
three to five key
However, that is not to say that informal
points of your
learning is disorganised. It simply means
discussion.
that learning can occur at anytime and
anywhere in different contexts.

Task 1.6 Facilitate Informal Learning Opportunities

Observation Form:

Learner Name:

Name of Workplace/ Organisation: Coffee Expresso

Task Title Informal Learning

Refer to task title.

Date of Observation:
Participant: Team B
Identify the participants of each informal
learning opportunity

Did the learner demonstrate the Yes No Comments

following during each informal
learning opportunity?

Allocate time for each participant to get

to know everyone including themselves Y
(e.g., conduct a short icebreaker at the
start of the session)

Engage all participants in the learning opportunity by using:

1. Inclusive Techniques

Did the learner:

a. Ask each team members a question to Y
give everyone an opportunity to answer
b. Go around the room to ask everyone
Y
their opinion about a topic being
discussed

2. Collaborative Techniques

Did the learner:

a. Ask participants to discuss with their Y
peer about the topic being presented
b. Allow time for participants to discuss
N
amongst themselves for an answer to a
question

Ask open-ended questions to gauge the

participants’ learning as the informal Y N
learning opportunity progresses
 Adjust method of explanation used to
engage participants when needed
Did the learner:
 Prompt participants when participants Y
have difficulty to answer a question (e.g.,
providing hints, repeating the question)
 Follow logical sequence when
discussion and does not jump from topic Y
to topic
 Avoid the use of jargons or technical
Y
terms
 Paraphrase statements N
 Ask the other to elaborate on their
response (e.g., ‘what do you mean by Y
that?’)

OVERALL FEEDBACK TO LEARNER

Informal learning exists outside the traditional learning environment. It is spontaneous in

nature and generally driven by the learner’s motivation to learn. Informal learning, also
known as asynchronous learning. Informal training opportunities occur in settings that are
not structured and organised. Some examples are Workplace mentoring, special projects,
job rotation, consultations, tutorial videos, forums, etc.

Task 1.7 Collect Feedback on Learning Opportunities

Meeting Minutes:

Date: Time: Location: Board Room

Purpose of the meeting To collect feedback and to enhance learning opportunities

Facilitator Secretory and Core team

Notetaker Admin Officer

Attendees Team A members, Team B members

Please sign beside your name
after the meeting.

Agenda Item 1 Formal Learning Opportunity

Discussion Collect Feedback on Learning Opportunities

Discuss with the Team:

  Structured
 Goal-Oriented
 Instructor-Led

Discussion with Individual Team Member

 Customer/Client service
 Communicating effectively
 Organising store inventory
The formal learning opportunities could be a short training course on:
 Organising events
 Essential elements of a fashion show/parade
 Determining appropriate concepts and ideas for events

Agenda Item 2 Informal Learning Opportunity

Discussion Collect Feedback on Learning Opportunities

Discuss with the team:

 Unplanned
 No Set Goals
 Self-Directed

Discussion with Individual Team Member

Addressing knowledge gaps in the workplace is not limited to either formal learning or
informal learning only. Each has its own pros and cons, and the decision of which to utilise
depends upon the target knowledge or skill to be gained and the people who will be
learning. If the circumstances call for it, you can even blend the two approaches.
For the informal learning opportunities, each of the members could learn from each other.
As they work together, they might see how Anna works through her creative process and
how she puts together the elements of the design to make their concept work. They could
learn how Sara handles the coordination with different suppliers. Niki could give them tips
on how to handle different types of customers or how to entice customers into buying their
products. The team members could even observe Jackie as she makes the decisions for
every issue that comes up.

Part 2. Establish an Environment That Supports Critical and Creative Thinking

Task 2.1 Analyse Organisational Systems

Business Objectives
 System Relevant Business Relevance of Business
Objective Objective to the System

Performance Management Developing Questions to Analysis, synthesis and

System
Customer Relations
Management System
Identify Knowledge Gaps
 Imagine possibilities and
connect ideas
 Consider alternatives
 Seek solutions and put
ideas into action.
evaluation
Specific behaviours included
the degree to which a leader
shares how the decision on
an employee’s overall
performance level was
determined and whether the
leader asks direct reports to
rate their own performance
and then discusses that self-
assessment during the
performance evaluation
meeting. 

Performance Management System

Identify either at least two barriers or at least two gaps:

1. Day-to-day coaching factors

Monitoring
Facilitating and Coaching
Feedback
2. Recommendations for leadership development

Organisational Resources

1. Take a look at the overall design of your performance management process

2. Take a second look at the amount of time your managers are spending with their people
3. Don’t forget job and career development

Customer Relations Management System

Identify either at least two barriers or at least two gaps:

1. The Gap between Management Perception and Service Quality Specification

2. The Gap between Service Quality Specification and Service Delivery

Organisational Resources
 1. Understanding Customer Needs

2. Customer Defined Standards

3. Service Performance

Task 2.2 Develop Processes for Critical and Creative Thinking

Critical and Creative Thinking Processes

Learner Name:

Workplace/Organisation: Fitness Centre

Date:

Processes for Creating Safe Environments for Critical and Creative Thinking

Process for Critical Thinking:

Critical thinking seems like an abstract concept but knowing how to approach it will give
you a clearer picture of what it is about and how to attain it.
Analysis:
Analysis in critical thinking is the ability to carefully examine something, be it a problem,
a set of data or a text. Analysis is an essential step in critical thinking and being analytical
is a crucial part of developing critical thinking skills.
Synthesis:
Synthesis, in a sense, is the opposite of analysis. While analysis studies the parts of a
whole, synthesis studies the combination of the parts to form a whole.

Process for Creative Thinking:

Creative thinking concepts are general notions or abstract ideas that help you understand
creative thinking by delving into its fundamentals. Creative thinking models are graphic
illustrations that provide insight into how creative thinking works and is applied. Three
creative models will be discussed in this resource.
The Wallas Model for the Process of Creativity
Preparation -> Incubation -> Illumination -> Verification

Part 3. Facilitate Opportunities for Application of Critical and Creative Thinking

Task 3.1 Create Action Plans to Address Workplace Problems
Action Plan
 Action Item Planned Expected Date Actual Assessor’s
Implementation Outcome Implemented Result Signature
Date

Critical Encouraging Conduct 01/02/2022 Successful

Thinking: teamwork & feedback
Resolving regarding the
conflict discrepancies

Creative Lack of Upgrade to 01/04/2022 Successful

Thinking: Direction from latest
yourself or workshops
Others & we and attend
Rationalize and Sessions
Never Improve

Task 3.2 Apply Critical and Creative Thinking Skills to Workplace Problems
Feedback Form

Task:
Team A and Team B
Team Member:

Date:

Learner Name:

INSTRUCTIONS TO THE VOLUNTEER

Rate the learner’s performance during the facilitation of your team’s action items. Tick only one rating
per rating criteria that you believe best represents the learner’s performance. Tick ‘N/A’ if the learner
was not able to demonstrate a rating criteria. Do not leave anything blank.
Provide additional comments or feedback on the learner’s performance on the space provided at
the end of this form.

Ratings
Areas of Facilitation Strongl Strongl N/A
Agree Disagree
y y
Agree Disagree
Facilitator Knowledge

iii. Facilitator     
communicated
information clearly
 iv. Facilitator was     
approachable for
questions or
clarifications
v. Facilitator was well-     
prepared

Information Presentation

vi. Information was     

presented logically

vii. All information     

needed to
complete the task
was presented
Physical Resources

viii. Session materials/handouts     

were helpful(if
provided)

ix. The venue was     

comfortable

Provide at least one specific comment on how we can improve future learning opportunities.
Identify at least one aspect of how the actions items were facilitated that could be improved.
Include a suggestion on how each identified aspect can be improved in future opportunities.

Employee retention is one of the biggest threats to businesses throughout the country. The tide has
shifted in recent years, and the employees now have more power than ever in their relationships with
employers.

 Give Recognition and Rewards

 Provide Feedback in Real-time, Not Just During Annual Reviews

 Encourage Mentoring and Coaching

 Identify and Develop Soft Skills

 Implement Cross-Departmental Training Programs
Task 3.3 Provide Feedback to Teams

Meeting Minutes:

Date: Time: Location:

To analyze their performance and Lead to excel
Purpose of the
meeting
Core committee
Facilitator
Secretary
Notetaker
All teams
Attendees
Please sign beside your
name after the meeting.

Agenda Item 1 Provide Feedback to the Team

Discussion 1. Standing items - items that are always on the agenda of a

regular meeting

- Take attendance
- Approve prior meeting’s minutes
- Team status updates

2. Last Meeting’s Business 

- Stephanie - sales quota update

- David – New clients joining update

3. New Business - new topics for this week’s meeting

- Sam - Discuss facilities move

- Randy - Employee engagement survey results

4. Housekeeping - standing items at the conclusion of the meeting

- Clyde - Announcements
- Review of action items
 - Date of the next meeting
- Procurement status for the Gym if any.

Conducting feedback meetings face-to-face is also important because by approaching

your team members with feedback, you lead by example. Your employees are going to feel a lot
more comfortable giving you their feedback because it’s been normalized and occurs on a
regular basis. This is going to build trust between you and your team, encourage honesty,
collaboration, and continuous improvement across the board. 

Agenda Item 2 Additional Support for Team and Individuals

Discussion
1. Standing items - items that are always on the agenda of a
regular meeting

- Take attendance
- Approve prior meeting’s minutes
- Team status updates

2. Procurement status for the office and for the ongoing progress
3. Meeting new client’s status
4. Performance appraisal status
5. Establishing branches and man power status
6. Glitches in work rea to make work at ease

Team
In addressing individual strengths and weaknesses in your team, teambuilding exercises can be a
fun and effective way. If you do decide to run one, make sure you select the exercises carefully
so that it meets training objectives.
Better employee performance:
Every formal training has a specific objective as to what skill and knowledge is targeted to be
taught and learned. Because of this nature, you can implement the training as necessary, helping
your team get the tools they need to succeed in their role.
Standardized training:
Since formal learning is structured, every learner gets the same standard of training. In
organizations, each employee needs a baseline of knowledge to effectively perform their tasks.
The formal training makes sure that your team is on the same page. You can be assured that what
your team is learning is just as you planned and that at the end of the training, they have the
skills and knowledge that they need.
Quantifiable training:
The structure of the formal training makes it easier to capture – you can keep track of the
training as it happens, see how your learners are progressing and whether the training is meeting
its objectives
Individuals
A person has the potential to grow into an individual who exhibits intellectual character
manifested as intellectual traits.

Intellectual Humility Individuals who exhibit intellectual humility accept that they are human,
and as such, accept that they do not know everything. They acknowledge their limitations and
strive to continue learning as they grow.
 Intellectual Courage:
Individuals who exhibit intellectual courage stand up for their beliefs, especially when it is
difficult to do so. These individuals have thoroughly thought through their stand before arriving
at their conclusion.
 Intellectual Empathy:
Individuals with intellectual empathy have developed the ability to put themselves in other
people’s shoes. They can see the reasoning of others.
 Intellectual Integrity:
This trait eliminates standards and hypocrisy. Intellectual integrity requires individuals to
uphold the standards that guide actions and thoughts in the same manner to everyone. If this is
the standard set unto others, it applies to you as well. There are no exemptions or biases.
 Intellectual Perseverance:
Individuals with this trait are the personification of the phrase ‘to never give up’. Intellectual
perseverance helps build rational reasoning despite difficulties, frustrations and obstacles.

Part 4. Improve Critical and Creative Thinking Practices

Task 4.1 Analyse Feedback Collected
Feedback Analysis Form

Learner Name:

Workplace/
Organisation:
Date

TEAM AND INDIVIDUAL

FEEDBACK
Disagree

y
Strongl

Strongl
Agree
y

Agree

Aspect of Facilitation
N/A

Facilitator Knowledge
 1. Facilitator communicated

information clearly

2. Facilitator was approachable for


questions or clarifications

3. Facilitator was well-prepared

Information Presentation

4. Information was presented logically

5. All information needed to complete


the task was presented

Physical Resources

6. Session materials/handouts were


helpful (if provided)

7. The venue was comfortable

Aspects for Improvement

 Increases motivation
 Enhance Continuous learning
 Raise suggestion box
 Ask teams to envision their ideal situation

Compiled Comments
The purpose of asking for feedback is to provide opportunities for improvement. As a leader,
asking for feedback without the determination to follow through with meaningful actions
may result in the loss of trust from your team members. Accommodating each and every
feedback and suggestion can be impossible. What is important is that you share the reasons
for the decisions that were made in connection with the feedback.

FACILITATOR’S OWN PERFORMANCE

1. How would you describe how you facilitated the actions item for both teams?
- Visualize all your meeting tasks in one place

- Communicate if priorities change or problems arise

 2. What are areas you feel you need to improve on? Identify at least two.
1. Form small groups and have each of them work on a puzzle. have them introduce
themselves to their group before they get to work. this helps to build a sense of team
work.
2 . Avoid detailed decision-making

AREAS FOR IMPROVEMENT

1. Increases motivation
2. Enhance Continuous learning
3. Raise suggestion box
4. Ask teams to envision their ideal situation

Task 4.2 Develop Recommendations for Future Learning Arrangements

Recommendations Log:

Completed By:

Workplace/Organization:

Date:

Area for Improvement Relevant Legislation/ Relevance of Legislation/ Policy to

for Future Organizational Policy the Recommendation
Opportunities to Area for
Improvement
1. Distance Learning  Equal Employment The main focus of EEO is to ensure:
Opportunity Act  fair work practices
 the making of unbiased decisions
 recognition and respect of various
cultural and social backgrounds of all
staff and customers
 training development which meets
employee needs and customer
satisfaction.
2. Creative thinking skill Privacy Act 1988  know why your personal information
is being collected, how it will be used
and who it will be disclosed to
 have the option of not identifying
yourself, or of using a pseudonym in
certain circumstances
 ask for access to your personal
information (including your health
information)
 stop receiving unwanted direct
 marketing
3. Critical thinking skill Work Health and Safety  protect workers and other persons
Act 2011 against harm to their health, safety and
welfare
 provide for fair and effective
workplace representation
 provide a framework for continuous
improvement and progressively higher
standards of work, health and safety.